Network Analysis of Parental-Economic Factors and Symptoms of Suicidal Ideation Among Left-Behind Children in Unprivileged Regions in China.

Objective: This study aimed to investigate relationships between parental-economic factors and suicidal ideation among left-behind children in underprivileged regions of China using network analysis, to pinpoint key factors and pathways contributing to suicidal ideation, thereby facilitating evidence-based suicide preventive interventions.

Methods: In total, 1076 left-behind children were selected from a large dataset (N = 249,772) after applying exclusion criteria. Suicidal ideation was assessed via the Positive and Negative Suicide Ideation Inventory-Chinese Version (PANSI-C). The outcomes were grouped into positive suicidal ideation and negative suicidal ideation within the network analysis framework. Sociodemographic data, parental status, and economic status were also recorded. Through network analyses, centrality and bridge indices were calculated. Network stability and accuracy were evaluated by bootstrapping methods.

Results: The network had three communities: positive suicidal ideation, negative suicidal ideation, and covariates. Strong positive correlations were observed within communities, especially among "life worth", "confident", and "satisfy". Nodes "failure", "lonely and sad", "confident", and "satisfy" exhibited the highest expected influence. Nodes "hopeless", "life worth", and "satisfaction of family members' relationships" served as bridges between the covariates and suicidal ideation. Significant structural differences existed between female and male networks.

Conclusions: This study highlights the multifaceted nature of suicidal ideation among left-behind children, which is influenced by various parental-economic factors. Key node and bridge links offer targets for tailored interventions. Gender-sensitive approaches are imperative in suicide preventive measures. Network analysis provides a comprehensive framework to unravel complex relationships, informing evidence-based interventions for left-behind children.